Feedback About Professional Growth for Teachers of Mathematics: A Developmental Perspective

This paper provides some insights into teacher professional growth as part of the ten-day Australian Government Summer School for Teachers of Mathematics Programme (the Program). These insights are revealed in three surveys completed during the Program. Preliminary analysis has provided information about participants’ expectations related to classroom practice and the professional growth that took place during the program. This growth represents a shift in focus from the acquisition of new knowledge to thinking more deeply about its applications.